Theory and research in the field of educational leadership and management has grown exponentially in the past decade. I am troubled however by the apparent primacy of ethnocentric ways of knowing, acting and leading. And while we might heed Dimmock and Walker's call for a cross-cultural approach to leadership and management, located at the periphery are bodies of knowledge for/about Indigenous ways of leading and being led. This article reports on a three-year research project conducted in New Zealand, Australia and Canada for/with Indigenous women. Evidence points to the triple bind Indigenous women face due to exigencies of race and gender and the two worlds they occupy; the Indigenous and the non-Indigenous. (Contains 1 note.)